The orientation document provides new students with information about studying at TAFE, including expectations, facilities, student conduct, and support services. Students are expected to take responsibility for their own learning, complete additional hours outside of class, and adhere to the student code of conduct. The document outlines parking, cycling, dress code, mobile phone, bullying, and plagiarism policies. Students can access computer labs, printing, libraries, counseling, and indigenous support. Important dates like census dates are also highlighted.
This document provides an overview and expectations for a Business Career Strategies course at Mohawk College. It introduces the professor and outlines course requirements, assignments, tests, policies, and schedules. Students are expected to participate actively, submit assignments on time, and achieve a minimum grade of 50% to pass. The document reviews various college resources and policies regarding attendance, withdrawals, promotions, closures, and emergency procedures.
This document summarizes the key protections and responsibilities around disability services in postsecondary education under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. It notes that both laws prohibit discrimination based on disability and require schools to provide reasonable accommodations. However, students must self-disclose their disability, provide documentation, and request accommodations to receive services. Schools are not obligated to provide accommodations that constitute a fundamental alteration or undue burden. The document provides examples of common accommodations and distinguishes these from services schools are not required to provide.
The document provides information to help students prepare for their academic future at the University of Arizona (UA). It outlines the UA's graduation requirements, explains how to use the Academic Advisement Report (ADVIP) to track degree progress and select appropriate courses, and provides tips on declaring a major, registering for classes, withdrawing from courses, and creating a four-year plan. Key points include identifying general education requirements completed, evaluating remaining requirements on the ADVIP, consulting an academic advisor when considering changes, and utilizing campus resources to explore majors and plan for graduation.
The document discusses the differences between college and university programs and the factors students should consider when choosing between the two options. It provides pros and cons of college and university to help students determine whether a college diploma, university degree, or combination of the two is the best fit based on their learning style, career goals, and other individual preferences. The career mentoring group meeting aims to help students explore all of their post-secondary options and choose the path that is right for them.
This document summarizes a parent meeting about the International Baccalaureate (IB) Diploma Programme at ACS Egham International School. The meeting covered an introduction to IB courses and coordinators, university counseling, standardized test preparation, past student success rates, and expectations for current grade 11 students. Presenters provided analysis of IB exam results over time and comparisons to other schools to improve student support. The meeting aimed to help parents and students understand the supports available and expectations of the rigorous IB Diploma Programme.
Peer Mentoring Programs in Online Coursesewelch8199
The document discusses establishing a peer mentoring program for online learning programs. It describes the need for mentoring to provide informal advising for online students that is typically available informally for on-campus students. Research found that using peer mentors in "problem" online courses reduced non-completion rates by 3.48% and increased student success rates. The document provides guidance on starting a peer mentor program, including selecting courses and mentors, providing training, establishing roles and confidentiality policies, and compensating mentors.
SDV 100_49w_Fall 2012 8 week_FYE section Class syllabus_Work In ProgressCedric Steele
This document provides information about an SDV 100 First Year Experience course at Northern Virginia Community College. It outlines the course details including instructor information, materials, description, student learning outcomes, policies, schedule and assignments. The course aims to help students transition successfully to college by developing academic skills, self-management techniques, decision-making abilities, and an understanding of campus resources and policies. Students will complete readings, activities, and assignments over the 8-week session to assess their progress towards these learning outcomes.
This document provides information about an Elementary Education Exit Seminar course at the College of Western Idaho. The course is designed to help students complete their elementary education degree requirements and prepare for transfer to a university program. Key goals of the course include ensuring computer literacy, identifying transfer needs and institutions, and supporting students to compile their completed Teacher Education Exit Portfolio. The portfolio must include assignments from previous education courses to demonstrate proficiency. Students are expected to conduct themselves professionally and submit all assignments on time to successfully pass the course.
This document provides an overview and expectations for a Business Career Strategies course at Mohawk College. It introduces the professor and outlines course requirements, assignments, tests, policies, and schedules. Students are expected to participate actively, submit assignments on time, and achieve a minimum grade of 50% to pass. The document reviews various college resources and policies regarding attendance, withdrawals, promotions, closures, and emergency procedures.
This document summarizes the key protections and responsibilities around disability services in postsecondary education under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. It notes that both laws prohibit discrimination based on disability and require schools to provide reasonable accommodations. However, students must self-disclose their disability, provide documentation, and request accommodations to receive services. Schools are not obligated to provide accommodations that constitute a fundamental alteration or undue burden. The document provides examples of common accommodations and distinguishes these from services schools are not required to provide.
The document provides information to help students prepare for their academic future at the University of Arizona (UA). It outlines the UA's graduation requirements, explains how to use the Academic Advisement Report (ADVIP) to track degree progress and select appropriate courses, and provides tips on declaring a major, registering for classes, withdrawing from courses, and creating a four-year plan. Key points include identifying general education requirements completed, evaluating remaining requirements on the ADVIP, consulting an academic advisor when considering changes, and utilizing campus resources to explore majors and plan for graduation.
The document discusses the differences between college and university programs and the factors students should consider when choosing between the two options. It provides pros and cons of college and university to help students determine whether a college diploma, university degree, or combination of the two is the best fit based on their learning style, career goals, and other individual preferences. The career mentoring group meeting aims to help students explore all of their post-secondary options and choose the path that is right for them.
This document summarizes a parent meeting about the International Baccalaureate (IB) Diploma Programme at ACS Egham International School. The meeting covered an introduction to IB courses and coordinators, university counseling, standardized test preparation, past student success rates, and expectations for current grade 11 students. Presenters provided analysis of IB exam results over time and comparisons to other schools to improve student support. The meeting aimed to help parents and students understand the supports available and expectations of the rigorous IB Diploma Programme.
Peer Mentoring Programs in Online Coursesewelch8199
The document discusses establishing a peer mentoring program for online learning programs. It describes the need for mentoring to provide informal advising for online students that is typically available informally for on-campus students. Research found that using peer mentors in "problem" online courses reduced non-completion rates by 3.48% and increased student success rates. The document provides guidance on starting a peer mentor program, including selecting courses and mentors, providing training, establishing roles and confidentiality policies, and compensating mentors.
SDV 100_49w_Fall 2012 8 week_FYE section Class syllabus_Work In ProgressCedric Steele
This document provides information about an SDV 100 First Year Experience course at Northern Virginia Community College. It outlines the course details including instructor information, materials, description, student learning outcomes, policies, schedule and assignments. The course aims to help students transition successfully to college by developing academic skills, self-management techniques, decision-making abilities, and an understanding of campus resources and policies. Students will complete readings, activities, and assignments over the 8-week session to assess their progress towards these learning outcomes.
This document provides information about an Elementary Education Exit Seminar course at the College of Western Idaho. The course is designed to help students complete their elementary education degree requirements and prepare for transfer to a university program. Key goals of the course include ensuring computer literacy, identifying transfer needs and institutions, and supporting students to compile their completed Teacher Education Exit Portfolio. The portfolio must include assignments from previous education courses to demonstrate proficiency. Students are expected to conduct themselves professionally and submit all assignments on time to successfully pass the course.
This document provides an overview of SAILS, the VCCS early alert system, and how it is used at TCC. SAILS allows instructors to communicate with students about their academic progress by raising flags for concerns, submitting progress surveys, and tracking attendance. It also facilitates intervention by student services staff who must follow up on critical flags within 48 hours. The goal of SAILS is to help more students succeed by providing early feedback and connecting them to campus support resources.
This document discusses e-learning versus traditional learning and proposes elements for an effective e-learning design for basic and high school education in scenarios with low student motivation and access issues. It suggests that e-learning can work if courses are structured, include online content and practice material, and provide centralized monitoring and testing. Specifically, it recommends tailored online courses, interactive practice quizzes, shared access to devices, both supervised and unsupervised learning, real-time monitoring of student progress, and online exams to replace in-person testing. The goal is to design hybrid digital and human-supported systems that use technology to supplement trained local teachers and proctors.
Strategic e-learning questions:
Pure or blended online education?
Teacher driven or automatized services?
Individual, collaborative or cooperative learning?
Synchronous or asynchronous communication?
Paced or unpaced progression?
Fixed or flexible start-up?
This document provides guidance on writing a persuasive argument. It outlines that a strong topic will have two distinct sides to argue and a clear thesis statement that takes a position. It then lists some potential topics that could be argued, such as whether students should take virtual courses. The document explains that an effective thesis answers an implied research question and defends a position. It also notes an antithesis should argue the opposing viewpoint. Finally, it states that persuasive writing requires researching both sides of an issue using credible sources to support the chosen position.
CTD0023b MDC Spring Registration and Advisementvzayas
This document provides training information for advisors regarding Florida's new legislation allowing some students to opt out of placement testing and developmental education courses. It outlines a three-step process for advisors to verify student eligibility, determine the appropriate advising conversation, and assist students with course registration. Advisors are instructed to use a mandatory student questionnaire to collect information to verify exemption status and advise students on their options to take college-level or developmental courses based on their academic history and readiness. The training emphasizes consistent application of the process across all campuses.
The document provides information for rising 9th grade students and their parents about course selection and academics at West Potomac High School. It outlines the typical 9th grade schedule, required credits for standard and advanced diplomas, math and world language course options, and elective choices. It also discusses honors versus on-level courses and the benefits of advanced academic programs like AP and AVID. Supports for students in advanced courses are highlighted.
Are you in the beginning stages of developing an online or blended class? This webinar provides an overview of the Sloan-C New to Online Workshop Series and how you can develop the skills you need to successfully design and deliver your class.
Join us to learn more about the New to Online Series, what to expect in a workshop, and how you can sign up to take part in an upcoming workshop. This webinar has no prerequisites and can be taken by anyone who is interested in improving the quality of their online course design and how to start teaching online.
Yvonne Williams - Higher Education Information - 3rd March 2014rpalmerratcliffe
This document provides guidance on applying to university, including researching programs and courses, the UCAS application process, and what admissions tutors look for in applications. It emphasizes researching higher education options thoroughly to find the right course and university fit. The application process involves submitting up to five course choices through UCAS by mid-January, with some programs having earlier deadlines. Admissions considerations include academic qualifications, references, and a personal statement highlighting interests, experiences, and motivation for the chosen subject.
9 November 2012 - Presentation to the PSA by Nicole Duhig Careers and College Counsellor at Prem Tinsulanonda International School in Chiang Mai, Thailand.
This document provides information for new study abroad and exchange students attending an induction event at the University of Greenwich. It introduces the study abroad coordinator and outlines the purpose of the event which is to familiarize students with campus, staff, academic life, and meeting other students. It then covers various topics to help students adjust including registering for courses, teaching style, assessments, rules and regulations, support services, banking, travel, safety, and things to do in London. Contact information is also provided for staying connected.
This document provides information about an apprenticeship induction program at a college. It summarizes the college's mission to provide high-quality, inclusive education that matches employer and economic needs. It then outlines the components of an apprenticeship framework, including technical training, certifications, employee rights training, and regular reviews. It also describes the student charter, which outlines student and college responsibilities and expectations around attendance, behavior, feedback and more.
This document provides an overview and guidelines for a module on academic communication and excellence at Lambton College. It discusses communicating appropriately with instructors through in-person meetings, email, and checking one's college email account. The document outlines expectations for student accountability, taking tests/quizzes, submitting assignments on time in the proper format, and meeting deadlines. It concludes by offering tips for academic success such as finding a good study location, doing coursework daily to avoid cramming, seeking help to improve grades, writing things down, and maintaining health through diet, exercise and sleep.
Sarina Russo Institute - University Access Orientation (2017)SarinaRussoInstitute
This document provides an orientation for new students at Sarina Russo Institute. It introduces key staff members and provides information about computer login details, self-paced orientation, class times and locations, checking timetables, and classroom rules. It also covers topics like personal belongings, electronic devices, language support, academic counselling, course progress, variations, holidays, finance, complaints and appeals, visa requirements, attendance, conduct, support services, computers and wifi, student ID, health and safety, emergency services, law, health, and Brisbane transport.
The orientation document provides an overview of the topics that will be covered in the freshman orientation, including introductions from care persons, course chairs, and the school director. It outlines policies on student conduct, disciplinary actions, and support services. Specific information is given for each diploma program. The document discusses the timetabling process, dress code, and accessing elearning platforms. Students are informed about the smoke-free campus policy and BYOD requirements.
This document provides information for students studying at Central Institute of Technology. It outlines key details about the qualifications available, how to access student services and support, assessment policies and procedures, and study tips. Students can study qualifications fully online or in part time/full time modes, with recognition of prior learning options. Central Institute of Technology provides services such as a bookshop, library, counseling and job search support. The document explains competency based training, academic misconduct policies, and outlines contacts students can reach out to for assistance.
Successful students are familiar with university services and supports. The document provides information about various services available at the University of the Sunshine Coast (USC) campus including Student Central for general inquiries, the library for study spaces and resources, IT helpdesk for technology issues, and academic skills advisors to assist with study skills. It emphasizes the importance of being organized, motivated, engaged in learning, and asking for help from the supports available to students.
This document provides information for students studying at Central Institute of Technology. It outlines key details about the institution including available qualifications, study options, campus facilities, policies and support services. Students can study both online and on-campus, with recognition of prior learning available. Central provides resources like the library, bookshop, counseling and job placement assistance. The document explains assessment processes, academic integrity policies, and gives contact information for course coordinators and administrative staff.
This document provides information for students studying at Central Institute of Technology. It outlines key aspects of studying including available qualifications, study options, accessing student accounts, academic policies, support services, and contact information. Students can study the unit BSBREL401a Establish Networks as part of their qualification. The document explains competency-based training and assessment policies and provides tips for successful studying.
This document provides information about the Certificate IV in Training and Assessment course offered by Central Institute of Technology. It outlines the course structure and units, assessment requirements, support services available, policies on academic misconduct and withdrawing from the course, and contact information for the Center for Training Excellence.
This document provides information for students studying at Central Institute of Technology. It outlines key details about studying such as available qualifications, units, assessment policies, support services, and contact information. Students can study full-time, part-time, or through recognition of prior learning. The document explains competency-based training and assessment, academic misconduct policies, and gives tips for time management, forming study groups, and seeking early assistance. Contact details are provided for administrative assistance, learning support staff, and the principal lecturer.
This document provides information for students studying at Central Institute of Technology. It outlines key details about studying qualifications in business and management online, including available units of study. It also provides details about student support services, assessments, academic policies and contacts for assistance. The purpose is to welcome and orient new students to Central Institute of Technology.
This document provides information for students studying at Central Institute of Technology. It outlines key details about studying qualifications in business and management online, including available units of study. It also provides important information about student services and support available, assessment policies, academic misconduct, and contact details for student support.
This document provides an overview of SAILS, the VCCS early alert system, and how it is used at TCC. SAILS allows instructors to communicate with students about their academic progress by raising flags for concerns, submitting progress surveys, and tracking attendance. It also facilitates intervention by student services staff who must follow up on critical flags within 48 hours. The goal of SAILS is to help more students succeed by providing early feedback and connecting them to campus support resources.
This document discusses e-learning versus traditional learning and proposes elements for an effective e-learning design for basic and high school education in scenarios with low student motivation and access issues. It suggests that e-learning can work if courses are structured, include online content and practice material, and provide centralized monitoring and testing. Specifically, it recommends tailored online courses, interactive practice quizzes, shared access to devices, both supervised and unsupervised learning, real-time monitoring of student progress, and online exams to replace in-person testing. The goal is to design hybrid digital and human-supported systems that use technology to supplement trained local teachers and proctors.
Strategic e-learning questions:
Pure or blended online education?
Teacher driven or automatized services?
Individual, collaborative or cooperative learning?
Synchronous or asynchronous communication?
Paced or unpaced progression?
Fixed or flexible start-up?
This document provides guidance on writing a persuasive argument. It outlines that a strong topic will have two distinct sides to argue and a clear thesis statement that takes a position. It then lists some potential topics that could be argued, such as whether students should take virtual courses. The document explains that an effective thesis answers an implied research question and defends a position. It also notes an antithesis should argue the opposing viewpoint. Finally, it states that persuasive writing requires researching both sides of an issue using credible sources to support the chosen position.
CTD0023b MDC Spring Registration and Advisementvzayas
This document provides training information for advisors regarding Florida's new legislation allowing some students to opt out of placement testing and developmental education courses. It outlines a three-step process for advisors to verify student eligibility, determine the appropriate advising conversation, and assist students with course registration. Advisors are instructed to use a mandatory student questionnaire to collect information to verify exemption status and advise students on their options to take college-level or developmental courses based on their academic history and readiness. The training emphasizes consistent application of the process across all campuses.
The document provides information for rising 9th grade students and their parents about course selection and academics at West Potomac High School. It outlines the typical 9th grade schedule, required credits for standard and advanced diplomas, math and world language course options, and elective choices. It also discusses honors versus on-level courses and the benefits of advanced academic programs like AP and AVID. Supports for students in advanced courses are highlighted.
Are you in the beginning stages of developing an online or blended class? This webinar provides an overview of the Sloan-C New to Online Workshop Series and how you can develop the skills you need to successfully design and deliver your class.
Join us to learn more about the New to Online Series, what to expect in a workshop, and how you can sign up to take part in an upcoming workshop. This webinar has no prerequisites and can be taken by anyone who is interested in improving the quality of their online course design and how to start teaching online.
Yvonne Williams - Higher Education Information - 3rd March 2014rpalmerratcliffe
This document provides guidance on applying to university, including researching programs and courses, the UCAS application process, and what admissions tutors look for in applications. It emphasizes researching higher education options thoroughly to find the right course and university fit. The application process involves submitting up to five course choices through UCAS by mid-January, with some programs having earlier deadlines. Admissions considerations include academic qualifications, references, and a personal statement highlighting interests, experiences, and motivation for the chosen subject.
9 November 2012 - Presentation to the PSA by Nicole Duhig Careers and College Counsellor at Prem Tinsulanonda International School in Chiang Mai, Thailand.
This document provides information for new study abroad and exchange students attending an induction event at the University of Greenwich. It introduces the study abroad coordinator and outlines the purpose of the event which is to familiarize students with campus, staff, academic life, and meeting other students. It then covers various topics to help students adjust including registering for courses, teaching style, assessments, rules and regulations, support services, banking, travel, safety, and things to do in London. Contact information is also provided for staying connected.
This document provides information about an apprenticeship induction program at a college. It summarizes the college's mission to provide high-quality, inclusive education that matches employer and economic needs. It then outlines the components of an apprenticeship framework, including technical training, certifications, employee rights training, and regular reviews. It also describes the student charter, which outlines student and college responsibilities and expectations around attendance, behavior, feedback and more.
This document provides an overview and guidelines for a module on academic communication and excellence at Lambton College. It discusses communicating appropriately with instructors through in-person meetings, email, and checking one's college email account. The document outlines expectations for student accountability, taking tests/quizzes, submitting assignments on time in the proper format, and meeting deadlines. It concludes by offering tips for academic success such as finding a good study location, doing coursework daily to avoid cramming, seeking help to improve grades, writing things down, and maintaining health through diet, exercise and sleep.
Sarina Russo Institute - University Access Orientation (2017)SarinaRussoInstitute
This document provides an orientation for new students at Sarina Russo Institute. It introduces key staff members and provides information about computer login details, self-paced orientation, class times and locations, checking timetables, and classroom rules. It also covers topics like personal belongings, electronic devices, language support, academic counselling, course progress, variations, holidays, finance, complaints and appeals, visa requirements, attendance, conduct, support services, computers and wifi, student ID, health and safety, emergency services, law, health, and Brisbane transport.
The orientation document provides an overview of the topics that will be covered in the freshman orientation, including introductions from care persons, course chairs, and the school director. It outlines policies on student conduct, disciplinary actions, and support services. Specific information is given for each diploma program. The document discusses the timetabling process, dress code, and accessing elearning platforms. Students are informed about the smoke-free campus policy and BYOD requirements.
This document provides information for students studying at Central Institute of Technology. It outlines key details about the qualifications available, how to access student services and support, assessment policies and procedures, and study tips. Students can study qualifications fully online or in part time/full time modes, with recognition of prior learning options. Central Institute of Technology provides services such as a bookshop, library, counseling and job search support. The document explains competency based training, academic misconduct policies, and outlines contacts students can reach out to for assistance.
Successful students are familiar with university services and supports. The document provides information about various services available at the University of the Sunshine Coast (USC) campus including Student Central for general inquiries, the library for study spaces and resources, IT helpdesk for technology issues, and academic skills advisors to assist with study skills. It emphasizes the importance of being organized, motivated, engaged in learning, and asking for help from the supports available to students.
This document provides information for students studying at Central Institute of Technology. It outlines key details about the institution including available qualifications, study options, campus facilities, policies and support services. Students can study both online and on-campus, with recognition of prior learning available. Central provides resources like the library, bookshop, counseling and job placement assistance. The document explains assessment processes, academic integrity policies, and gives contact information for course coordinators and administrative staff.
This document provides information for students studying at Central Institute of Technology. It outlines key aspects of studying including available qualifications, study options, accessing student accounts, academic policies, support services, and contact information. Students can study the unit BSBREL401a Establish Networks as part of their qualification. The document explains competency-based training and assessment policies and provides tips for successful studying.
This document provides information about the Certificate IV in Training and Assessment course offered by Central Institute of Technology. It outlines the course structure and units, assessment requirements, support services available, policies on academic misconduct and withdrawing from the course, and contact information for the Center for Training Excellence.
This document provides information for students studying at Central Institute of Technology. It outlines key details about studying such as available qualifications, units, assessment policies, support services, and contact information. Students can study full-time, part-time, or through recognition of prior learning. The document explains competency-based training and assessment, academic misconduct policies, and gives tips for time management, forming study groups, and seeking early assistance. Contact details are provided for administrative assistance, learning support staff, and the principal lecturer.
This document provides information for students studying at Central Institute of Technology. It outlines key details about studying qualifications in business and management online, including available units of study. It also provides details about student support services, assessments, academic policies and contacts for assistance. The purpose is to welcome and orient new students to Central Institute of Technology.
This document provides information for students studying at Central Institute of Technology. It outlines key details about studying qualifications in business and management online, including available units of study. It also provides important information about student services and support available, assessment policies, academic misconduct, and contact details for student support.
This document provides a summary of the UCAS application process for teachers to inform students. It outlines key dates and deadlines, how to research university options for free through online tools, tips for choosing a university and course, completing the application form, writing a personal statement, and getting a reference. The document also explains tracking an application, responding to offers, Clearing, Adjustment, and resources for teachers to stay updated.
This document provides information for new students at Central Institute of Technology. It outlines key details about studying at Central, including available qualifications, study options, campus resources like the library and bookshop, assessment policies, student support services, and contact information for important staff. The document is intended to help orient new students and inform them about Central's policies and expectations.
This document provides information from a Year 12 Parents' Information Evening at a sixth form college. It summarizes academic performance data, lists the sixth form staff, explains targets for student achievement, outlines subject choices and timetable changes, and details policies around attendance, learning support, careers guidance, and other opportunities available to students.
This document provides information for students studying at Central Institute of Technology. It outlines key aspects of studying including available qualifications, study options, online student portal access, student code of conduct, library and bookshop services, assessment policies, academic misconduct, and contact information for administrative assistance. Students are encouraged to carefully manage their time, seek help early, and provide feedback to help improve the student experience.
SRI provides an orientation for new students that includes information about key staff, class schedules, timetables, classrooms, personal belongings, electronic devices, language support, academic counseling, course progress, variations, holidays, certificates, finance, complaints, visa requirements, attendance, conduct, student areas, prayer room, working in Australia, accommodation, health and safety, transport, Brisbane area, websites, computers, and the student portal. Students are expected to attend orientation, follow the student code of conduct, maintain satisfactory attendance and course progress, and be aware of their visa conditions.
- The document outlines the agenda for a freshman orientation at the School of Business at Temasek Polytechnic.
- The agenda includes introductions from care persons and course chairs, information about academic programs and policies, an overview of support services and resources, and reminders about COVID safety measures.
- Students are also briefed on the school's code of conduct and disciplinary policies, including zero tolerance for sexual misconduct and inappropriate behavior.
Similar to Orientation presentation sem 1 2021 mrec (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
9. TAFE Lecturers
• Industry experts
• Assess your competence
in skills and knowledge
as stated in Training
Packages
• Lecturers will speak to
you about course
requirements and
assessments
10. Studying at TAFE
• Not the same daily routine or relationship
with your teachers as at school
• The amount of time spent at your TAFE in
class will depend on your course
• Independent learning – take responsibility,
plan your time, seek help, do your
homework and hand in your assessments
on time or request an extension in writing
11. Studying at TAFE
• Classroom discussions – join in, ask
questions, give your opinion, be
proactive, respect other opinions
• You will be expected to do a lot of work
outside class times, including work
placement hours
12. Additional Learning
Apart from attending classes, it is expected that you will
complete additional learning at home, which may include
reading, research, structured activities and completing
assessments
Additional Learning outside of TAFE Classes (minimum):
• Cert II – 2 hours per week
• Cert III – 5 hours per week
• Cert IV – 10 hours per week
• Diploma – 15 hours per week
13. Student Code of Conduct
• Alcohol and drugs
• Bullying and
Harassment
• Cheating and Plagiarism
• Commitment to
Learning
• Computers and Internet
• Copyright
• Duty of Care
• Minors
• OSH
• PPE
• Respect for Others
and Property
• Sexual Harassment
• Smoke Free Policy
• Student Discipline
• Unacceptable
behaviour
14. Disciplinary Procedures
Severity
–
Minor
or
Major
Verbal Warning
•Breach of Student Code of Conduct or learning area requirement
•Lecturer issues verbal warning, documented on student file
Written
Warning
•Exclusion from classroom/workshop
•Letter of concern to parent/guardian (if student under 18)
•Student placed on Behavioural Contract
Final, Written
Warning
•If Behaviour Contract breached , student suspended
•Appeal process
15. Attendance
• If you cannot attend let your
lecturer know
• Attendance is recorded in
every class
• If you miss a required
assessment you may need a
medical certificate and
discuss with lecturer
whether assessment can be
rescheduled
16. Dress Code
• Clothing and footwear should be appropriate
to your chosen industry and workplace
―Smart casual
• Specific requirements
―Uniforms
―Personalprotectiveclothingandequipment
―Special footwear
―Securing long hair
―Name badges
• You will not be able to complete
assessments or learning tasks if not
adhering to prescribed dress code
17. Mobile Phones
• Every course is different
• Some situations and areas -
no mobiles allowed
• Commonsense and
courteous approach
18. Bullying and Harassment
• Bullying is when an individual or group
uses its power and strength to
repeatedly, deliberately and
intentionally use words or actions
against another or a group that hurts,
harasses, humiliates verbally, physically,
psychologically or electronically making
the victim feel oppressed, traumatised
and powerless
• Bullying could be unlawful under
Federal and State anti-discrimination
legislation
19. Say No to Bullying
• South Regional TAFE has a zero tolerance to
bullying and cyber bullying
• Bullying can cease in under 10 seconds if a
bystander intervenes.
• Report behaviour and actions to any staff
member
20. Cheating and Plagiarism
• You have a responsibility to avoid
cheating and plagiarism - making reference to
an author’s work without acknowledging the
author
• This includes scanned and electronically
copied material and other student’s work
• Your lecturer can advise you how to reference
your work correctly so that no unapproved
assistance occurs, including assignments,
tests, reports and examinations
21. Award Certificate/Diploma
• Must have completed all units to claim award
• Complete an Application for Award form available from
your lecturer or reception
• Ensure your correct address is written on the form
• Hand to your lecturer for their sign off
• No award certificate/diploma will be issued unless this
form is completed
• Reprints of academic results cost $20 and certificates
cost $50 – so store in a safe place!
22. APPEALS
• The College allows appeals against assessment in
relation to incorrect
– Resulting of units
– Skills recognition
– Exemptions and credit transfers
• Students are required to complete an
Assessment Appeal application form – cost of
$25
25. What to do
• If you have an accident or a near miss
whilst on campus please report
immediately to your lecturer, study
area, Reception or Student Services
• The College has a process to follow
and will investigate the incident
OHS and Incidents
26. Emergencies and Evacuations
• Take direction
from the
Emergency
Warden or your
lecturer
• Do not leave the
premises without
notifying your
lecturer
27. Insurance
• Students are NOT covered for Personal
Accident whilst on campus
• Personal Accident cover is available for
students who are undertaking unpaid work
experience and excursions that is allocated or
arranged by South Regional TAFE
• The onus is on you if you want your own
Personal Accident insurance or private health
cover if you believe coverage is not adequate
for your circumstances
28. Under 18s - Minors
• Duty of Care – balance between preventing unreasonable
risk of harm and encouraging a students’ independence and
maximising vocational learning opportunities
• We not provide direct supervision of students outside of
classroom lectures
• In cases of serious injury or illness, we will immediately
contact your parent/guardian/responsible adult
• You are responsible for your own learning and are expected
to manage your workload and seek assistance from lecturers
when needed
• You need to discuss your course progress with your
parents/guardians
29. WiFi
You can bring your own device and logon
to the TAFE WiFi.
If you would like to work on your own
laptop your lecturer will help you to set it
up.
30.
31. Computer Access
• Same password to use PCs on campus and Office365
• Password complexity:
At least 8 characters long
1 Upper case
1 lower case
1 number
no 3 consecutive characters from ID/name
• Change your password on campus or via Office365
• For forgotten passwords use self service reset page
http://passwordreset.microsoftonline.com
• Or talk to Library staff
32. Printing
• Secure Printing –
StudentMyPrint
• Swipe Your Student ID
card to pickup your print
job at any photocopier
• Recharge your account at
library or money loader
o 10c B/W A4
o 15c Colour A4
33. Library Resource Centre
• Study and academic support
• After hours access (Security Card $30 refundable when card returned
• Access to electronic resources
34. Security
Electronic security entry
Take care of your valuables
Lost property at Reception
Report any suspicious items
If you are concerned for your
safety after 5pm contact
Campus Warden
on 0418 931 308
37. Student Services can
help with
• General enquires, advice, help
and assistance
• International student support
• Disability student support
• Minors, underage and
independent minors
• Student behavioural issues
38. Student Counsellor
Need help? Or someone to talk to? A counsellor is available
via web cam -
Tuesday, Wednesday, Thursday
8:30am to 3:30pm (appointments recommended)
counselling.bunbury@srtafe.wa.edu.au
9780 7112
Provided by Black Swan Health
40. Census Date – Withdrawal from course
• The date by which you must have completed and
submitted a withdrawal form (Change of Enrolment
Status form), if you wish to
― withdraw and receive a refund; or
― not be liable for the course fees
• Students who cease attending class/s or do not
officially withdraw as above are NOT eligible for a
refund AND are legally liable for any outstanding fees
• Verbal advice will not be considered as an official
withdrawal you must complete a withdrawal form
41. Thinking of dropping out?
• Before you decide to leave your course, have
a chat with your lecturer, Course Information
Team or Student Services
• There may be ways to get around or reduce
your problem such as:
― transferring to another course,
― reducing your workload, or
― managing your time better
42. Complaints and Feedback
• You have the right to:
―raise a complaint
―challenge a decision
―expect that every effort will be
made to resolve it
―raise issues without prejudice or
fear of reprisal or victimisation
• Via online Feedback Form
• Hardcopy forms at reception/library
43. Make the most of your training
1. Get to know your lecturer
2. Ask lots of questions
3. Seek help when you need it
4. Get involved in class discussions
5. Think of attending TAFE and on work
placement as being at work
6. Eat well
7. Get plenty of sleep
8. Find the time and place that works best for you
to do your studying
9. Pack your bag the night before
10. Put key dates in your diary, calendar, phone
44. Cert IV in Digital Media
Margaret River Campus
45. Course
Overview
• Certificate IV in Digital Media Technologies, a 12-month full-time course
incorporating:
• 📷 Photography and print design
• 🎥 Video production
• 📺 Web design
• Delivered in class, supported by online content
• Enrolment period is ONE semester only, at the end of the semester you will need
to enrol again for the second semester.
• Students can either start in semester one or two. If enrolling in semester 2
additional support can be given throughout the design process
46. Adult Learning Environment
Duty of care including minors –
❢ if you are under 18 you are considered a minor
📨 If a minor is absent from class the parent or guardian will be
notified
👆 To avoid unnecessary notifications, provide a satisfactory
reason for your absence.
What studying at TAFE can do for you
Prepares you for the workplace
Exposes you to a diverse student body
TAFE lecturers have years of industry experience
47. Adult Learning Environment
🕒 Class start and finish times
👌 Notifying your lecturer when you are going to be off campus
🍵 Taking breaks (apart from the lunch break)
🔑 Responsibility is the key
48. Course Format
🔧 Workshops
👣 Self Paced Leaning
📖 Content Online
▶ Online tutorials from LinkedIN Learning (formerly Lynda.com)
Attendance is Tuesday and Wednesday 9:00am – 3:15pm with
45 min lunch break at 12:30pm
📝 Delivery Plan - handout
56. Assessments
▶ Real life tasks
▶ Feedback on all assessments
▶ Each assessment will cover a number of units
▶ Completed by the due date, if you can’t complete your
assessment by the due date you must contact your lecturer
before the assessment is due.
▶ In order to qualify for your Cert IV in Digital Media you will
need to successfully complete all of the assessments to the
required standard.
▶ You are able to be reassessed and appeal and assessment
decision.
57. Thank you for your attention
We wish you all the best for your
training!
Albany | Bunbury | Busselton | Collie | Denmark l Esperance | Harvey | Katanning
|Manjimup | Margaret River | Mt Barker | Narrogin
www.southregionaltafe.wa.edu.au
58. Logging onto the TAFE computers
Your TAFE account details are:
• Username: Your Student ID
• Default Password: TafeDDMMYYYY
• Email Address: StudentID@tafe.wa.edu.au
date of birth
(where DDMMYYYY is your date of birth, e.g. Tafe25121999)
Editor's Notes
South Regional TAFE digital media facilities include …….
Fran Jackson has been teaching digital media at TAFE since 2004 and has 10 years of industry experience (in what area?). Mike Dunn, who will deliver the Diploma of Digital Media next year, has vast industry experience for a company creating animation and visual effects for award-winning film productions in Australia and around the world.